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ERIC Number: ED329597
Record Type: Non-Journal
Publication Date: 1990
Pages: 11
Abstractor: N/A
Reference Count: N/A
Solving Problems Is Not Enough: Assessing and Diagnosing the Ways in Which Students Organize Statistical Concepts.
Nitko, Anthony J.; Lane, Suzanne
A conceptual framework is provided for generating assessment tasks that provide an instructor with a richer description of student reasoning/thinking than is possible by simply giving students problems to solve. The application of this framework is illustrated with material from introductory statistics courses which focus on: (1) sampling; (2) interval estimation; (3) point estimation; and (4) hypothesis testing. The authors adapt work done in mathematics by R. T. Putnam and others (1990) to the discipline of statistics. Statistical activities are related to a person's understanding of these activities. Examining these relationships provides a framework that helps guide statistics instructors in deciding which assessment tasks to create. The activities can be divided into: statistical problem solving; statistical modeling; and statistical argumentation. Five domains of cognition are defined: (1) understanding as representation; (2) understanding as appropriately integrated and organized knowledge structures; (3) understanding as connections between types of knowledge; (4) understanding as situated cognition; and (5) understanding as the active construction of knowledge. One table provides the framework for generating assessments by crossing activity domains with understanding domains. The use of MicroCAM, a microcomputer assisted measurement tool, is discussed within this framework. Two flowcharts illustrate pretest and posttest knowledge structures for a given student. (SLD)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A